Film-based teaching can improve geography instruction in universities if the films are technically excellent, closely related to course content, and professionally presented. For journal availability, see SO 505 640. (Author/DB)

Provides a short filmography of films that examine a number of facets of the social and economic aspects of being old. (KS)

Reports a study to determine whether students acquiring information from videotapes would score as high on a competence test of computer literacy material as students acquiring the same information via lectures. Indicates no significant difference, but notes that students saw no usefulness for the material, regardless of presentation method. (JK)

This second article in a three-part series on 3M's Optical Videodisc Project deals with technical considerations involved in preparing premaster videotapes for laser videodisc mastering and replication. Premastering requirements at four levels of interactivity and considerations when transferring source materials from videotape and film are…

Discusses a public library film literacy program offered to adolescents and young adults which incorporates films that are not curriculum-oriented and center around specific themes such as self-identity, creativity, speculations, and lifestyles. Seven films selected for program on social issues and viewers' evaluations are highlighted.…

This annotated filmography lists 15 films concerning the contemporary American family which have been produced since 1975 and are appropriate for ages 13-19; related young adult books are noted for each selection. An analysis and commentary on the filmography notes family situations and patterns which prevailed. (EJS)

Analyzes two influential basic textbooks in the study of radio-television-film (RTVF): "Broadcasting in America" and "Film Art: An Introduction." Comments on how the RTVF organization impacts graduate education. (PD)

Presents a structure for a film and video production course, with emphasis on three types of literacy: visual, verbal, and technical. (HTH)

A teacher discusses an English class' response to Solzhenitsyn's novel "One Day in the Life of Ivan Denisovich" and the controversial film, "Scum." (HOD)

A fifth-grade class was taught how animated films are made by actually making some. Each cartoon involved four parts: title, artwork, credits, and storyboard. In addition to learning about animation, they had the experience of thinking in logical sequence and of working cooperatively. (CS)

Presents activities designed to help students understand the graphic elements that contribute to visual expression in film. (Author/KS)

This experiment asks whether filmed violence will have an aggression enhancing effect an hour after the movie is viewed as well as immediately afterwards. It also inquires whether a preliminary attack upon an available target right after the film is seen helps maintain the heightened aggressive tendency initially produced by the movie. (Author/RK)

Cost and timeliness are shown to be reasons for the creation of visual indexing: finding graphic images by reviewing them visually rather than by reference to their verbal identification. (Author)

This document lists curated films in the subject area of race. It includes essays by experts in the field and additional resources. It is the fourth in a series of such publications by National Video Resources. Essays and bibliographies in this volume include: (1) "Race Matters, Media Matters" (Chon Noriega); (2) "Race, Video and Dialogue" (Howard…